1.
Structural View
The structural view considers language primarily as a system of structurally related elements that
provide meaning. The emphasis is on the rules governing the construction of sentences and how
the components of language (sounds, words, grammar) combine systematically.
Proponent: Ferdinand de Saussure
o Core Concept: Language is a system of signs, where each word (sign) consists of
a "signifier" (sound or written word) and a "signified" (the concept or meaning).
Language operates as a structured system of these signs that derive meaning from
their differences and relationships within the system.
o Implications for Education: The structural view focuses on teaching the
grammatical and phonological aspects of language in a systematic and rule-based
way. This leads to methods like grammar-translation approaches and structural
syllabus design, where language teaching follows a sequence from sounds to
words to sentences. Grammar drills, parsing sentences, and learning rules are key
activities in this view. It influences traditional language curricula where a strong
emphasis is placed on correct sentence structure, grammar, and syntax.
2. Functional View
The functional view focuses on the functions of language in communication. Language is seen
not only as a system of rules but as a tool used for achieving communicative goals in various
social contexts. This perspective emphasizes the role of language in performing specific
communicative acts like requesting, informing, or persuading.
Proponent: Michael Halliday
o Core Concept: Halliday’s Systemic Functional Linguistics (SFL) emphasizes the
role of language in fulfilling communicative purposes. According to Halliday,
language has various functions: instrumental (to fulfill needs), regulatory (to
control behavior), interactional (to form relationships), and more. This perspective
examines language as a means of interaction in society.
o Implications for Education: Functional approaches to language teaching
prioritize communication and the use of language in context. Methods such as
Communicative Language Teaching (CLT) and Task-Based Language Teaching
(TBLT) arise from this view. These approaches focus on the practical use of
language in real-life scenarios, prioritizing meaning over form. Language learning
becomes more learner-centered, with students participating in activities like role-
playing, problem-solving tasks, and discussions aimed at developing
communicative competence.
3. Interactional View
The interactional view posits that language is fundamentally a tool for social interaction.
Language learning occurs primarily through communication and interaction with others, where
learners develop language by engaging in conversations and exchanges within a social context.
Proponent: Lev Vygotsky
o Core Concept: Vygotsky’s Sociocultural Theory highlights the importance of
social interaction in cognitive and language development. Language is seen as a
socially mediated process, where learners acquire language through meaningful
interactions with more knowledgeable individuals. His concept of the Zone of
Proximal Development (ZPD) emphasizes the role of guided learning, where
learners develop higher linguistic competence with support (scaffolding).
o Implications for Education: The interactional view leads to teaching methods
that emphasize collaborative learning, peer interaction, and teacher-student
dialogues. Scaffolding techniques, where teachers provide temporary support to
help learners move toward greater independence in language use, are essential.
Cooperative learning activities, group discussions, and projects encourage
learners to use language as a tool for interaction and negotiation. Language
learning is integrated into social practices rather than isolated in grammar drills or
vocabulary memorization.
